2012 Middle States Accreditation Report Review Chapter 6:
2012 Middle States Accreditation Report Review Chapter 6: Intellectual Rigor Standards 11 & 13 Chapter 7: An Education for the 21st Century Standard 12 MSCHE Accreditation Mission-based Decennial self-study Compliance and improvement 14 Standards Characteristics of Excellence
Emphasis on results instead of processes 2011-2012 Timeline Fall 2011 Campus comment on self-study draft Evaluation team Chair reviews draft Dr. Javier Cevallos President, Kutztown University of Pennsylvania November 2nd - 4th: Dr. Cevallos makes preliminary campus visit Final self-study report prepared
Preparation of electronic document repository Spring 2012 Final report sent to team (6 wks. prior to visit) April 1st 4th : Team visit and report Institution response Organization of Self-Study Comprehensive Model 14 Standards grouped into 8 chapters
Chapter 1: Institutional Excellence Chapter 2: Institutional Vitality Chapter 3: Institutional Leadership and Governance Chapter 4: A Learner-Centered Campus Chapter 5: A Vibrant Faculty Chapter 6: Intellectual Rigor Chapter 7: An Education for the 21st Century
Chapter 8: A Culture of Continuous Improvement Intellectual Rigor Standard Description Standard 11: Educational Offerings The institutions educational offerings display academic content, rigor, and coherence appropriate to its higher education mission. The institution identifies student learning goals and objectives for its educational offerings. Standard 13: Related Educational Activities The institutions programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards.
Work Group Members Frank Byrne (Chair) Susan Camp Jim Nichols Fehmi Damkaci Jerry Oberst Jennifer Kagan
Yvonne Petrella Raihan Khan David Vampola Fritz Messere Nicolas Treviso Input/Data Sources Reviewed
Academic Affairs annual reports Undergraduate and graduate catalogs Program accreditation reports Program self study reports
SQL final report General Education task force reports International education reports Carnegie Community Engagement Classification application Library usage data McNair Scholar reports General Findings SUNY Oswego boasts a distinctive curriculum borne out of our mission Expansion over the past several years to meet the changing needs and demands of our students.
The growing curriculum offered through Extended Learning, the Office of International Education, and other related educational offerings largely reflects our Engaging Challenge: Sesquicentennial Plan and thus far seems to be serving the future needs of our students and the broader community as well. General Findings Assessment of our curriculum has been greatly enhanced over the past five years. A culture of continuous assessment exists across most of the campus.
Recommendations Evaluate the suitability and viability of our current mix of majors/programs: majors/programs general education requirements other programs such as experiential and distance learning Recommendations Develop more comprehensive and ongoing assessment practices in the Division of Graduate Studies. Mission, programs, curriculum
Retention and placement Implement richer assessment of the placement of our graduates. Questions or Comments? An Education for the 21st Century Standard Description Standard 12 The institutions curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including at least
oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency. Work Group Members Jessica Hester (Chair) Michelle Bandla Tom Ingram Mary Beth Bell Chris LaLonde
Bob Casper Josh McKeown Mark Cole Rhonda Mandel Cathy Santos Input/Data Sources Reviewed
Undergraduate catalog General Education web site General Education assessment reports SQL task force report Task Force on Re-creating General Education
GE21 Task Force initial report and survey summary Library annual reports Academic Affairs annual reports Carnegie Community Engagement Classification application General Findings General Education at Oswego speaks to the strategic directions that help shape the institution.
vitality in the range of offerings rigor in upper-level course work seeking solutions with a multi-disciplinary perspective a commitment to diversity and global awareness. mastery of basic skills and exposure to a breadth of intellectual experiences. General Findings We have seen improvements in the GE curriculum, due to assessment, but still have areas that need improvement, such as SQL. We need better communication and focus on the
findings and recommendations of GE assessments. SUNY Oswego has adopted a reflective and inclusive process for general education design that incorporates best practices and the assessment results of our current General Education program. Recommendations Integrate the SQL committee recommendations into long term planning discussions. Incorporate the work done by the Task Force on Re-creating General Education into future assessments and restructurings of local General Education requirements.
Improve the communication of assessment results back to the departments and instructors. Recommendations Make transparent the logic of general education to faculty and students alike. For a general education curriculum to be effective, students need to understand the value of it, rather than see these courses as a burden. Encourage efforts to expand General Education course offerings related to civic engagement, sustainability and the arts.
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